Seventy-six general education and 67 special education teachers working in the same 66 elementary schools were surveyed about their beliefs about writing. Each teacher taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Survey findings indicated that general education teachers believed that they were better prepared to teach writing than special education teachers, and they were more positive about their own efforts to learn to teach writing. General education teachers also held more positive attitudes about teaching writing and their own capabilities as a writer than their special education counterparts. Furthermore, general educators were more likely than special educators to indicate that writing developed through effort and process, and less likely to think that writing knowledge came from experts. Beliefs about adequacy of preparation to teach writing predicted teachers’ beliefs about their level of knowledge to teach writing, efficacy to overcome students’ writing difficulties, and attitudes toward teaching writing. Recommendations for future research and implications for practice are presented.

对同一 66 所小学的 76 名普通教育教师和 67 名特殊教育教师进行了调查，了解他们对写作的看法。每位老师向一名或多名接受特殊教育服务的四年级学生（包括有学习障碍的学生）教授写作。调查结果表明，普通教育教师认为他们比特殊教育教师为教授写作做好了更好的准备，并且他们对自己学习教授写作的努力更加积极。与特殊教育教师相比，普通教育教师对写作教学和自身写作能力也持更积极的态度。此外，普通教育工作者比特殊教育工作者更有可能表明写作是通过努力和过程发展的，不太可能认为写作知识来自专家。对写作教学准备充分的信念预测了教师对其写作教学知识水平、克服学生写作困难的效率以及对写作教学的态度的信念。提出了未来研究的建议和对实践的影响。